Springing Forward with STEMdance!
As I spring forward this spring with my STEMdance students, I would have started from a designers' standpoint. This semester, I am looking to incorporate the Design Cycle process in addition to the inquiry process that I spoke of in my last summary. I want my students to really explore and grow as STEMdance researchers and designers. Students will complete parts of the KWHLAQ. They will answer the H and the L to tell how they will go about utilizing what they’ve learned and how to apply it using the Design Cycle process. Students will research academic and health issues/problems facing the school and the community. They will then decide how they can use STEMdance to combat their chosen problem.
Ultimately, I hope to see my students apply what they’ve learned by creating a production that entails a choreographed dance, teaching a phrase to a group of students and designing and administering a survey to their group members and to their audience. Benchmarks will be based on a 3 phase production timeline that students will create, in addition to assessments that I will administer (plan, production, survey, website). Students will create a production team with roles, such as stage manager, videographer, marketing manager, graphic artists, dancers, and instructors. I will also assess students’ understandings by re-administering the initial assessment to see if their understandings and views have changed.
Students will utilize Weebly.com to create websites in which they will capture their work with the Design Cycle as they plan and design a STEMdance production. The goal of the production is to engage in a thoughtful planning activity in which students teach dance technique and math/science concepts through a STEMdance interactive performance. Their plan must cover all aspects of the performance: Timeline, Marketing, Production, and Assessment. Upon completion of the performance and audience assessment, students will retake the original pre-assessment to see if their views about the connection between dance and math/science has changed and to discuss what they’ve learned. They will ask any questions and share any wonderings they may still have. They will update their websites with final work, summaries and reflections. Students will also do a Quickfire to find images of objects that reflect various ideas learned during this project, then include on their websites.
Lastly, my wildest hopes is that students will feel empowered from this hands-on learning experience in such a way that they can make a real connection between this project and the real world. I want them to feel that this experience has developed and enhanced their college and career readiness skills, and that they can truly apply these skills in a real-life setting.
Ultimately, I hope to see my students apply what they’ve learned by creating a production that entails a choreographed dance, teaching a phrase to a group of students and designing and administering a survey to their group members and to their audience. Benchmarks will be based on a 3 phase production timeline that students will create, in addition to assessments that I will administer (plan, production, survey, website). Students will create a production team with roles, such as stage manager, videographer, marketing manager, graphic artists, dancers, and instructors. I will also assess students’ understandings by re-administering the initial assessment to see if their understandings and views have changed.
Students will utilize Weebly.com to create websites in which they will capture their work with the Design Cycle as they plan and design a STEMdance production. The goal of the production is to engage in a thoughtful planning activity in which students teach dance technique and math/science concepts through a STEMdance interactive performance. Their plan must cover all aspects of the performance: Timeline, Marketing, Production, and Assessment. Upon completion of the performance and audience assessment, students will retake the original pre-assessment to see if their views about the connection between dance and math/science has changed and to discuss what they’ve learned. They will ask any questions and share any wonderings they may still have. They will update their websites with final work, summaries and reflections. Students will also do a Quickfire to find images of objects that reflect various ideas learned during this project, then include on their websites.
Lastly, my wildest hopes is that students will feel empowered from this hands-on learning experience in such a way that they can make a real connection between this project and the real world. I want them to feel that this experience has developed and enhanced their college and career readiness skills, and that they can truly apply these skills in a real-life setting.